DOCSLIB.ORG

Disinventing and Reconstituting Languages BILINGUAL EDUCATION and BILINGUALISM Series Editors: Professor Nancy H

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Disinventing and Reconstituting Languages BILINGUAL EDUCATION and BILINGUALISM Series Editors: Professor Nancy H Disinventing and Reconstituting Languages BILINGUAL EDUCATION AND BILINGUALISM Series Editors: Professor Nancy H. Hornberger, University of Pennsylvania, Philadelphia, USA and Professor Colin Baker, University of Wales, Bangor, Wales, Great Britain Recent Books in the Series Trilingualism in Family, School and Community Charlotte Hoffmann and Jehannes Ytsma (eds) Multilingual Classroom Ecologies Angela Creese and Peter Martin (eds) Negotiation of Identities in Multilingual Contexts Aneta Pavlenko and Adrian Blackledge (eds) Beyond the Beginnings: Literacy Interventions for Upper Elementary English Language Learners Angela Carrasquillo, Stephen B. Kucer and Ruth Abrams Bilingualism and Language Pedagogy Janina Brutt-Griffler and Manka Varghese (eds) Language Learning and Teacher Education: A Sociocultural Approach Margaret R. Hawkins (ed.) The English Vernacular Divide: Postcolonial Language Politics and Practice Vaidehi Ramanathan Bilingual Education in South America Anne-Marie de Mejía (ed.) Teacher Collaboration and Talk in Multilingual Classrooms Angela Creese Words and Worlds: World Languages Review F. Martí, P. Ortega, I. Idiazabal, A. Barreña, P. Juaristi, C. Junyent, B. Uranga and E. Amorrortu Language and Aging in Multilingual Contexts Kees de Bot and Sinfree Makoni Foundations of Bilingual Education and Bilingualism (4th edn) Colin Baker Bilingual Minds: Emotional Experience, Expression and Representation Aneta Pavlenko (ed.) Raising Bilingual-Biliterate Children in Monolingual Cultures Stephen J. Caldas Language, Space and Power: A Critical Look at Bilingual Education Samina Hadi-Tabassum Developing Minority Language Resources Guadalupe Valdés, Joshua A. Fishman, Rebecca Chávez and William Pérez Language Loyalty, Language Planning and Language Revitalization: Recent Writings and Reflections from Joshua A. Fishman Nancy H. Hornberger and Martin Pütz (eds) Language Loyalty, Continuity and Change: Joshua A. Fishman’s Contributions to International Sociolinguistics Ofelia Garcia, Rakhmiel Peltz and Harold Schiffman Bilingual Education: An Introductory Reader Ofelia García and Colin Baker (eds) For more details of these or any other of our publications, please contact: Multilingual Matters, Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, BS21 7HH, England http://www.multilingual-matters.com BILINGUAL EDUCATION AND BILINGUALISM 62 Series Editors: Nancy H. Hornberger and Colin Baker Disinventing and Reconstituting Languages Edited by Sinfree Makoni and Alastair Pennycook MULTILINGUAL MATTERS LTD Clevedon • Buffalo • Toronto Dedicated to Sibusisiwe Dube-Makoni, my life-long partner Library of Congress Cataloging in Publication Data Disinventing and Reconstituting Languages/Edited by Sinfree Makoni and Alastair Pennycook. Bilingual Education and Bilingualism: 62 1. Language and languages. I. Makoni, Sinfree. II. Pennycook, Alastair. III. Series. P107.D57 2006 400–dc22 2006014472 British Library Cataloguing in Publication Data A catalogue entry for this book is available from the British Library. ISBN 1-85359-924-7 / EAN 978-1-85359-924-8 (hbk) ISBN 1-85359-923-9 / EAN 978-1-85359-923-1 (pbk) Multilingual Matters Ltd UK: Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon BS21 7HH. USA: UTP, 2250 Military Road, Tonawanda, NY 14150, USA. Canada: UTP, 5201 Dufferin Street, North York, Ontario M3H 5T8, Canada. Copyright © 2007 Sinfree Makoni, Alastair Pennycook and the authors of individual chapters. All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher. The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody accreditation. The FSC and/or PEFC logos will appear on those books where full accreditation has been granted to the printer concerned. Typeset by Wordworks Ltd. Printed and bound in Great Britain by MPG Books Ltd. Color profile: Disabled Composite Default screen Contents The Contributors . vii Foreword Ofelia García . xi 1 Disinventing and Reconstituting Languages Sinfree Makoni and Alastair Pennycook. 1 2 Then There were Languages: Bahasa Indonesia was One Among Many Ariel Heryanto . 42 3 Critical Historiography: Does Language Planning in Africa Need a Construct of Language as Part of its Theoretical Apparatus? Sinfree Makoni and Pedzisai Mashiri . 62 4 The Myth of English as an International Language Alastair Pennycook . 90 5 Beyond ‘Language’: Linguistic Imperialism, Sign Languages and Linguistic Anthropology Jan Branson and Don Miller . 116 6 Entering a Culture Quietly: Writing and Cultural Survival in Indigenous Education in Brazil Lynn Mario T. Menezes de Souza. 135 7 A Linguistics of Communicative Activity Steven L. Thorne and James P. Lantolf . 170 8 (Dis)inventing Discourse: Examples from Black Culture and Hiphop Rap/Discourse Elaine Richardson . 196 v MLM\makoni &pennycook Proof 2a 24 August 2006 09:43:08 Color profile: Disabled Composite Default screen vi Disinventing and Reconstituting Languages 9 Educational Materials Reflecting Heteroglossia: Disinventing Ethnolinguistic Differences in Bosnia-Herzegovina Brigitta Busch and Jürgen Schick . 216 10 After Disinvention: Possibilities for Communication, Community and Competence Suresh Canagarajah . 233 Index . 240 MLM\makoni &pennycook Proof 2a 24 August 2006 09:43:08 Color profile: Disabled Composite Default screen The Contributors Jan Branson is Professor of Education and Director of the National Institute for Deaf Studies and Sign Language Research at La Trobe University in Melbourne, Australia. Her research has focused on the comparative under- standing of processes of social and cultural discrimination and oppression. Jan pioneered Women’s Studies in Australia, researched comparative studies of the role of women in Australia and Indonesia and then moved to the study of the cultural construction of ‘the disabled’ leading to the inten- sive study of the language and culture of Deaf communities in Australia, Indonesia and Thailand. Brigitta Busch is a Senior Research Fellow at the Department of Applied Linguistics, University of Vienna. Between 1999 and 2003 she was the head of the Centre for Intercultural Studies at the University of Klagenfurt. During her work as an expert for the Council of Europe’s Confidence- Building Measures Programme, she was involved in a number of projects in Eastern and South-Eastern Europe. Her main research interests focus on: sociolinguistics, discourse analysis, media policies and intercultural communication. Recent publications include Sprachen im Disput. Medien und Öffentlichkeit in multilingualen Gesellschaften (Klagenfurt: Drava, 2004) and Language, Discourse and Borders (co-edited with Helen Kelly-Holmes), Current Issues in Language and Society series (Clevedon: Multilingual Matters, 2004). Suresh Canagarajah is Professor of English at Baruch College and the Graduate Center of the City University of New York. His book Resisting Linguistic Imperialism in English Teaching (Oxford University Press, 1999) won the Mina P.Shaughnessy Award by the Modern Language Association for the best ‘research publication in the field of teaching English language, literature, rhetoric and composition.’ His subsequent book Geopolitics of Academic Writing(University of Pittsburgh Press, 2002) won the Gary Olson Award by the Association of the Teachersof Advanced Composition for the best book in social and rhetorical theory.Suresh edits the TESOL Quarterly. Ariel Heryanto is Senior Lecturer, and Convener of the Indonesian Program, Asia Institute at The University of Melbourne. His main interest vii MLM\makoni &pennycook Proof 2a 24 August 2006 09:43:08 Color profile: Disabled Composite Default screen viii Disinventing and Reconstituting Languages has revolved around issues of cultural signifying practices, especially the everyday politics of identity and representation. Thus, he is interested in the study of semantic history, discourse analysis, media, popular culture, ethnicity, nationality, hybridity and diasporas. His recent books are State Terrorism and Political Identity in Indonesia; Fatally Belonging (Routledge, 2006) and Challenging Authoritarianism in South-East Asia: Comparing Indo- nesia and Malaysia (co-edited with Sumit Mandal) (Routledge Curzon, 2003). James P. Lantolf is the Greer Professor in Language Acquisition and Applied Linguistics in the Department of Linguistics and Applied Language Studies at Penn State University. He is also Director of the Center for Language Acquisition and co-Director of CALPER (Center for Advanced Language Proficiency Education and Research). He was President of the American Association for Applied Linguistics (2004–05) and Program Chair for AAAL’s Annual Conference (Portland, Oregon, May 2004). He served as co-editor of Applied Linguistics (1995–2000). He has been a visiting scholar at the universities of Auckland, Melbourne, Nottingham, Rome and Kassel. His research focuses on Sociocultural theory and second language learning and he has published numerous articles and book chap- ters in this area. He has also published a co-edited volume (with G. Appel) Vygotskian Approaches to Second Language Research (Ablex, 1994), an edited volume, Sociocultural Theory and Second Language Learning (Oxford Univer- sity Press, 2000), and a co-authored
Load more

Recommended publications
  • Adelaidean August 2002
    Adelaidean Volume 12 Number 7 News from the University of Adelaide August 2002 INSIDE National Information Roseworthy Science Week Day Information Day August 9-30 August 18 August 16 Space science Andy gives thumbs degree blasts up to space interest off in 2003 TWO new degrees—one in Space Students will also have opportunities to take Science and the other in Optics—are part in project work with established scientists expected to be in high demand at the in the field. University of Adelaide next year. "Direct exposure to professionals in the fields Both degrees offer a unique educational of space science and astrophysics will enable students to form mentoring relationships, and experience to students who want careers in give them a unique educational experience," these exciting fields. Dr Reid said. Details about the new degrees will be available "We expect interest in this new course to be at the University of Adelaide's Information very high." Day on Sunday, August 18, at the North Terrace campus. The new Bachelor of Science (Optics & Photonics) will not only provide an exciting The new Bachelor of Science (Space Science new career path in applied physics, but also and Astrophysics) aims to produce graduates help to address an expected shortfall in this that are well suited to careers in space and area of expertise in South Australia. astrophysical research. Photonics is the exploration and development Graduates are likely to follow career paths in a of the use of laser light in any endeavour, be it range of industries, putting into practice the scientific, technological, medical or artistic.
    [Show full text]
  • Deaf-History-Part-1
    [from The HeART of Deaf Culture: Literary and Artistic Expressions of Deafhood by Karen Christie and Patti Durr, 2012] The Chain of Remembered Gratitude: The Heritage and History of the DEAF-WORLD in the United States PART ONE Note: The names of Deaf individuals appear in bold italics throughout this chapter. In addition, names of Deaf and Hearing historical figures appearing in blue are briefly described in "Who's Who" which can be accessed via the Overview Section of this Project (for English text) or the Timeline Section (for ASL). "The history of the Deaf is no longer only that of their education or of their hearing teachers. It is the history of Deaf people in its long march, with its hopes, its sufferings, its joys, its angers, its defeats and its victories." Bernard Truffaut (1993) Honor Thy Deaf History © Nancy Rourke 2011 Introduction The history of the DEAF-WORLD is one that has constantly had to counter the falsehood that has been attributed to Aristotle that "Those who are born deaf all become senseless and incapable of reason."1 Our long march to prove that being Deaf is all right and that natural signed languages are equal to spoken languages has been well documented in Deaf people's literary and artistic expressions. The 1999 World Federation of the Deaf Conference in Sydney, Australia, opened with the "Blue Ribbon Ceremony" in which various people from the global Deaf community stated, in part: "...We celebrate our proud history, our arts, and our cultures... we celebrate our survival...And today, let us remember that many of us and our ancestors have suffered at the hands of those who believe we should not be here.
    [Show full text]
  • The Phenomenon of Overregularization in Esperanto-Speaking Children
    interlinguistics / interlingüística / interlinguistik / interlingvistiko Regularizing the regular The phenomenon of overregularization in Esperanto-speaking children Renato Corsetti, Maria Antonietta Pinto and Maria Tolomeo Università di Roma La Sapienza This article deals with the phenomenon of overregularization in a language already extremely regular, i.e. Esperanto, in children who are learning it as their mother tongue together with one or two other national languages. It consists of an analysis of the diaries kept by Esperanto-speaking parents, tracing the development of five children who were brought up speaking Esperanto as one of their two or three mother-tongues. The children were all of European origin, and their ages ranged from one to five years. The dif- ferent forms of overregularization have been subdivided into three levels of complexity based on the number and type of morpheme compositions used, and the degree of semantic elaboration. Detailed comments are provided on the forms and meanings of the various examples representing each level, showing the correlation between the age of the children and the growing complexity of the forms. This study can be seen as a first step towards a more systematic analysis of the typologies of overregularization specific to this cat- egory of early bilingual children and a better understanding of their language development profile. Introduction Overregularization in a language already extremely regular, i.e. Esperanto, in children who are learning it as their mother tongue together with one or two other national languages, is a particularly stimulating area of study, as can be inferred from the apparent contradiction between the two terms “overregularization” and “regular.” It can be broken down into three distinct disciplinary areas.
    [Show full text]
  • Contrastive Linguistics; Determiners Language Classification
    DOCUMENT RESUME ED 430 401 FL 025 837 TITLE Notes on Linguistics, 1998. INSTITUTION Summer Inst. of Linguistics, Dallas, TX. ISSN ISSN-0736-0673 PUB DATE 1998-00-00 NOTE 242p.; For the 1997 "Notes on Linguistics," see ED 415 721. PUB TYPE Collected Works - Serials (022) JOURNAL CIT Notes on Linguistics; n80-83 1998 EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Book Reviews; Computer Software; Computer Software Development; Contrastive Linguistics; Determiners (Languages); Doctoral Dissertations; English; Greek; Language Classification; Language Patterns; *Language Research; *Linguistic Theory; Research Methodology; *Semantics; Technical Writing; *Uncommonly Taught Languages; Workshops IDENTIFIERS Alamblak; Bungku Tolaki Languages; Chamicuro; Kham ABSTRACT The four issues of the journal of language research and linguistic theory include these articles: "Notes on Determiners in Chamicuro" (Steve Parker); Lingualinks Field Manual Development" (Larry Hayashi); "Comments from an International Linguistics Consultant: Thumbnail Sketch" (Austin Hale); "Carlalinks Workshop" (Andy Black); "Implications of Agreement Languages for Linguistics" (W. P. Lehmann); and "The Semantics of Reconciliation in Three Languages" (Les Bruce) . Dissertation abstracts, book reviews, and professional notes are included in each issue.(MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** NOTES ON LINGUISTICS Number 80 February 1998 Number 81 May 1998 Number 82 August 1998 Number 83 November 1998 SUMMER INSTITUTE OF LINGUISTICS 7500 WEST CAMP WISDOM ROAD DALLAS, TEXAS 75236 USA U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND office ot Educatlonal Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) \This document has been reproduced as received from the person or organization originating it.
    [Show full text]
  • C U R R I C U L U M V I T a E Salikoko S. Mufwene
    C U R R I C U L U M V I T A E Salikoko S. Mufwene Table of contents: Personal information, p. 2 Professional experience, p. 2 Education, p. 3 Fields of specialization/interest, p. 3 Honors, fellowships, and grants, p. 3 Membership in professional societies, p. 5 Membership in professional society committees & editorial boards, p. 5 Dissertation committees, p. 7 External examiner for doctoral dissertations, p. 7 Postdoctoral fellows, p. 8 Publications a. Short monographs, p. 8 b. Books (authored & edited), p. 8 c. Books edited for the series Cambridge Approaches to Language Contact, p. 10 d. Refereed scholarly articles, p. 10 e. Other scholarly articles, p. 13 f. Chapters in books, p. 16 g. Review articles, p. 25 h. Book reviews, p. 25 Invited conference presentations and lectures, p. 28 Regular conference presentations since 1995, p. 46 Organization of professional meetings/panels, p. 47 Miscellanea, p. 48 Book endorsements, p. 48 Interviews, p. 49 2 C U R R I C U L U M V I T A E NAME: Salikoko S. Mufwene ADDRESS: University of Chicago Department of Linguistics 1010 East 59th Street Chicago, IL. 60637 Phones: (773)702-8531 (W); (773)324-5793 (H) Fax: (773)834-0924 e-mail: [email protected] CURRENT RANK: The Frank J. McLoraine Distinguished Service Professor of Linguistics and the College, July 1, 2004- Google Scholar Index, as of September 2019: h: 44; g: 88; hI,norm: 42; hI,annual: 0.98 DATE AND PLACE OF BIRTH: 1 November 1947, Mbaya-Lareme/D. R. CONGO CITIZENSHIP: Naturalized American, May 1996 --------------------------------------------------------------------------------------------------------- PROFESSIONAL EXPERIENCE Jan.
    [Show full text]
  • About This Issue
    ABOUT THIS ISSUE SCHOOL SCHMOOL WAS CREATED IN TIOHTIÀ:KE ("MONTREAL"), UNCEDED INDIGENOUS KANIEN'KEHA:KA (MOHAWK) TERRITORY, WHICH HAS HISTORICALLY BEEN A MEETING AND LIVING SPACE FOR HAUDENOSAUNEE, ABÉNAKI, AND ALGONQUIN PEOPLE. WE ALSO RECOGNIZE THE CONTINUED PRESENCE OF MÉTIS, INNU, AND INUIT FOLK ON THIS LAND. School Schmool is your radical guide to your often unradical school. In 1994, the first editors wrote, “When we say ‘school schmool’ we don’t mean to be dismissive. What we mean is that there are a lot of things going on at university, and school is only one of them.” Though it began as a bi-annual publication that brought together group profiles, articles, and practical resources for social justice, School Schmool is now an ad-free, corporate-free, agenda-with-an-agenda, connecting the McGill, Concordia, and greater Tioh’tia:ke communities.We hope to bridge (and break) the gap between academia and issues outside the classroom by providing a guidebook where students can find information on resources and initiatives taking place in their communities. We strive to feature content that presents radical, anti-oppressive, and intersectional perspectives on current issues, especially works by Queer and/or Trans people, Black and/or Indigenous people, and other people of colour. The theme for this year’s edition is THE TANGIBLE. Over the past few years, it's often felt like everyone was particularly exhausted. Instead of just talking about how shitty things sometimes are, we wanted to offer possibilities for concrete actions, and real ideas for creating radical communities. Sometimes engagement can mean learning how to occupy the McGill administration building (p.
    [Show full text]
  • Lingua Franca a Bi-Annual Newsletter Published by Foreign Languages at Salem State UNIVERSITY Salemstate.Edu/Languages Volume 11 • Issue 1 • Spring 2014
    LINGUA FRANCA A BI-ANNUAL NEWSLETTER PUBLISHED BY FOREIGN LANGUAGES AT SaLEM STATE UNIVERSITY salemstate.edu/languages Volume 11 • Issue 1 • Spring 2014 STUDY ABROAD AND SSU AS PREPARATION FOR THE FULBRIGHT EXPERIENCE INSIDE THIS ISSUE Anna Andrews, alumna 2012 Study Abroad/ Fulbright Experience page 1 When I was a second year student Departmental News page 3 at SSU I joined The Italian Club page 3 the Sociology Department on their Faculty Highlights page 4 trip to Ireland. I had Don’t Lose Your Skills never been away This Summer page 4 from my family alone because I grew NEMLA 2014 page 5 up with a chronic, Seal of Biliteracy page 5 incurable illness that I still have today. But El agotamiento/Exhaustion page 6 Prof. Arthur Gould Scholarships page 6 told my mom that I’d be fine and to let me Costa Rica page 6 see the world. That Translation page 8 trip changed my life, I came home and knew HOPE Award page 8 I had to study abroad. El valor de la comunicación page 9 The question was: where? Microagressions page 9 I read a book called The 3% Problem page 10 The Unbearable Lightness of Being Awards and Graduates page 10 by the Czech author Service Awards page 11 Milan Kundera, and the book talked to me before class or after when I went on field Study Abroad page 12 about what it was like to live in Prague trips with my study abroad friends. during the Russian occupation. I read Our travels included London where EDITORS: about the strength of the Czech people I got to see the Olympic stadiums and Michele Dávila and I knew that they would accept who walk alongside the changing of the guard.
    [Show full text]
  • A Historical and Etymological Dictionary of American Sign
    INTRODUCTION American Sign Language (ASL), the U.S. Census collects data on individuals with language used by signing Deaf people in hearing loss, it does not distinguish between the United States and Canada, has a rich signing and non-signing deaf people. Addi- history.1 Like spoken languages, sign lan- tionally, many hearing people learn ASL guages develop as a result of regular and sus- as a first language (children of deaf adults tained contact between groups of individu- or CODAs) or learn and use it regularly as als, in this case, individuals who cannot hear. adults (e.g., family members, friends, teach- Contrary to popular belief, sign languages ers, and interpreters). We do know, however, are not universal. Each one is shaped by the that Deaf people have steadily carved out a people who use it, the environment in which space for themselves in the American main- it emerges, and the distinct experience of stream so that it is no longer unusual to see interacting with the world primarily through them on television, at public events, and in sight. ASL offers a treasure trove of histori- places of employment. They work in all sec- cal relics from America’s past that are stored tors of the economy, attend institutions of within the forms and meanings of its signs. higher learning, raise children, and partici- Because Deaf people are most often born pate in their communities. Many universities into hearing families, the language and and even high schools now include ASL as a culture that develops naturally among them foreign language (though it is as indigenous is typically passed down outside the nuclear to the U.S.
    [Show full text]
  • Chapter 3 the Universal Language
    Chapter 3 The Universal Language 1. Leibniz did not initially conceive of his characteristic as an algebra or calculus— doubtless because he was still “a novice in mathematics”1—but rather as a universal language or writing. This, in fact, is the first application he makes of his logical invention in On the Art of Combinations.2 It was no doubt suggested to him by various contemporary projects for a universal or international language, which he enumerates following Caspar Schott. One of these projects was conceived by an anonymous Spaniard (also cited by Kenelm Digby3) who had been in Rome in 1653. He had organized “things” (or concepts) into several classes and had numbered the classes and the concepts in each of them. He then designated each concept by the number of its class and its number in that class. It is interesting to note that he was obliged to add to this two-digit number certain signs that would replace grammatical inflections and serve as a syntax (just as Leibniz was obliged to employ articles and prepositions in his attempt at a geometrical characteristic4); this shows that he had not analyzed the relations of concepts and did not know how to translate them into symbols. Another attempt at a universal language was made by Johann Joachim Becher, a physician from Mainz.5 He had simply numbered (in alphabetical order) all the words in a Latin dictionary and created dictionaries in different languages in which the words were arranged according to the order of their numbers. In this way he established a correspondence between the vocabularies of different languages, so that a text written in numbers could be read and translated at will into any language by means of the corresponding lexicon.6 Finally, the third attempt Leibniz cites is that of Athanasius Kircher7 who had already had the idea of employing the art of combinations in his plan, though (as we shall see) in a far cruder fashion.
    [Show full text]
  • Piller Language-Ideologies.Pdf
    Language Ideologies INGRID PILLER Macquarie University, Australia Many people from around the world are likely to agree on the following: English is the most useful language for global commercial, scientific, and cultural exchange. The best kind of English is spoken by native speakers, particularly those from the United King- dom and the United States of America, and everyone else should try to emulate their English. American English sounds professional and competent, while African Ameri- can English sounds streetwise and cool and Indian English sounds nerdy and funny. While most readers will recognize these commonsense assumptions about English as a global language, it is also easy to see that they are nothing more than beliefs and feelings and that they are impossible to confirm or refute. This is most obvious in the case of value judgments about accents: Whether you think that Indian English is funny or not depends on who you are and what your experiences with Indian English are. If you are a speaker of Indian English, it is unlikely that you consider it funny; conversely, if you regularly interact with Indian speakers of English, you are unlikely to find the way they talk funny. On the other hand, if your main exposure to Indian English is through the character of Apu in the animated television series The Simpsons,youarelikelyto find Indian English very funny. While it is relatively easy to see through the idea that “Indian English is funny,” it is a bit more difficult to question some of the other assumptions in the introductory example, such as its many language names: The meaning of terms like “English,” “Amer- icanEnglish,”“AfricanAmericanEnglish,”or“IndianEnglish”isnotasstraightforward as it may seem.
    [Show full text]
  • Edward Sapir's View About International Auxiliary Language
    EMANUEL KULCZYCKI EDWARD SAPIR’S VIEW ABOUT INTERNATIONAL AUXILIARY LANGUAGE Introduction The search for common attributes of all languages is connected with the search for characteristics which differentiate languages. If some attributes cannot be found in every language, what is cause of this situation? Is it linked up with the origin of language or with users of the language? People inquire about such matters because the multiplicity of natural languages generates incomprehension and handicaps human communication. The minimum number of languages in the world has been set at 4,000 and the maximum at 8,000. In spite of this people can communicate over communication’s barriers which are generated by the multiplicity of mother-languages. But that diversity worries and disturbs. A Danish linguist Otto Jespersen wrote: „An American may travel from Boston to San Francisco without hearing more than one language. But if he were to traverse the same distance on this side of the Atlantic, he would have a totally different story to tell (…) he would then hear perhaps Norwegian, Swedish, Danish, German, Czecho-Slovakian, Hungarian, Rumanian, Bulgarian, Turkish, Greek, and then in Egypt Arabic and a little English (…) He would not have heard of the languages spoken in Europe. The curse of Babel is still with us”1. It means that we have to use more than one language to 1 O. Jespersen: An International Language, Allen & Unwin, London 1928; <http://www.geocities.com/ /Athens/Forum/5037/AILneed.html>. 66 Emanuel Kulczycki communicate with another man. So some universal language – an international auxiliary language could make whole social communication easy.
    [Show full text]
  • 20 LANGUAGE IDEOLOGY AS a CONCEPTUAL FRAMEWORK to ANALYZE ISSUES RELATED to LANGUAGE POLICY and LANGUAGE EDUCATION Valentina
    Revista Científica de la Facultad de Filosofía – UNA (ISSN: 2414-8717) Vol. 6, enero-julio 2018 (1), pp. 20-42. LANGUAGE IDEOLOGY AS A CONCEPTUAL FRAMEWORK TO ANALYZE ISSUES RELATED TO LANGUAGE POLICY AND LANGUAGE EDUCATION Valentina Canese1 Abstract This article discusses how the notions of language ideology and language ideologies may be used as analytical tools to examine issues related to language policy and language education. First of all, it provides an overview of language ideology as a field of study. Following, it presents a discussion of language ideology in language policy and planning as well as language teaching. Subsequently, the article presents an overview of how language ideology may be used in research methodology as a conceptual framework to analyze issues related to language in education providing examples of how these concepts have been applied by different authors including this article‘s author. The article concludes that the notions presented may be powerful tools to be applied with caution as biases derived from our own positioning of members of a nation or a linguistic group may affect how we approach phenomena related to language and ideology. Key Words: language policy, language education language teaching, language ideology Key Words: language policy, language education language teaching, language ideology LA IDEOLOGÍA LINGÜÍSTICA COMO MARCO CONCEPTUAL PARA ANALIZAR TEMAS RELACIONADOS A LA EDUCACIÓN Y LAS POLÍTICAS LINGÜÍSTICAS Resumen Este artículo aborda la manera en que las nociones de ideología o ideologías lingüísticas pueden ser usadas como herramientas analíticas para examinar temas relacionados a la educación y a las políticas lingüísticas. Primeramente, presenta una visión general de la ideología lingüística como campo de estudio.
    [Show full text]